Islam in China -- a workshop for teachers
May 14 workshop looks at the history of Islam in China, at Muslim societies in China, and the lives of Chinese Muslims. Enrollment space is limited.
Published: Thursday, April 21, 2005
9 am – 2:30 pm
2250 Public Policy Building
(Getting to UCLA)
Two great forces moving our times in the 21st century - Islam and China - meet in the communities of China's Muslim "minorities" and across the broad expanses of westernmost China. This workshop will provide important insights into the historical, cultural, political, and social significance of Muslims in China.
What is Islam in China? A panel of leading authorities on Islam in China join us to talk about the most significant Muslim groups in China, the Hui minorities and in Xinjiang, the Uighurs. They will focus on the cultural distinctiveness and traditions of these communities, while also considering broader themes of porous borders, and the ideas, ideologies, people, goods and wealth that pass through them.
In addition to these presentations, curriculum specialists will introduce the Stanford Program in International and Cross-cultural Education curriculum units Ethnic Minority Groups in China and Islamic Civilization and Art and other materials. Each participating teacher will receive a copy of these units (value $105) as well as other materials.
The workshop, materials, parking, and refreshments are free for participating teachers. Workshop applicants are asked to send a check for $25 (payable to UC Regents) to hold their registration slots. Checks will be returned to participants during the workshop. Click here to sign-up.
Questions: Please call 310 825-0007 or write to firstname.lastname@example.org.
Zvi Ben-Dor (History, New York University)
Prof. Ben-Dor took his Ph.D. at UCLA. He’s written The Dao of Muhammad: A Cultural History of Chinese Muslims in Late Imperial China (Harvard University Press, 2005). He’s published several articles on Islamic historiography and is currently at work on a book on global Islam.
Gardner Bovingdon (Central Eurasian Studies, Indiana University)
Prof. Bovingdon completed his Ph.D. at Cornell University. He’s recently contributed “CCP Policies and Popular Responses in Xinjiang, 1949 to the Present" to China's Management of Its Minorities (Morris Rossabi, ed., University of Washington Press) and "Contested Histories" to Xinjiang: China's Muslim Frontier (S. Frederick Starr, ed., M.E. Sharpe). Other publications include "The Not-So-Silent Majority: Uyghur Resistance to Han Rule in Xinjiang," Modern China 28.1 (2002).
David Atwill (History, Pennsylvania State University)
Prof. Atwill earned his Ph.D. at the University of Hawaii. His research has focused on Muslim communities in Southwestern China. Among his works is the forthcoming book The Chinese Sultanate: Islam, Ethnicity and the Panthay Rebellion in Southwestern China, 1856-1873 (Stanford University Press).
Barbara Pillsbury (Executive Director, SynergyAIDS)
Dr. Pillsbury is a cultural anthropologist specializing in the comparative study of Islam around the world and Muslims in China. She has lived and taught in Egypt and visited or conducted research in Muslim communities from Africa to East Asia. Her publications include "Muslim-Christian Conflict" and "Being Female in a Muslim Minority in China."
Gary Mukai (Stanford Program on International and Cross-Cultural Education)
Mr. Mukai heads SPICE and in 1997 received the Association for Asian Studies Franklin Buchanon Prize for his work developing Asia-focused curriculum units. Under his leadership SPICE has produced over 100 supplementary curriculum units on Africa, Asia and the Pacific, Europe, Latin America, the global environment, and international political economy. Mr. Mukai also trains teachers as part of the National Consortium for Teaching about Asia.
Sponsored by the UCLA Asia Institute, the USC East Asian Studies Center, the Stanford Program on International and Cross-Cultural Education, the National Center for History in the Schools, and the National Consortium for Teaching about Asia. Funded through grants from the U.S. Department of Education and the Freeman Foundation.